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MATHEMATICS

SUGGESTED

INSTRUCTIONAL

PLANNING GUIDE

for the Mississippi College- and Career-Readiness Standards

q Mathematics

Grade 1

The Mississippi State Board of Education, the Mississippi Department of Education, the Mississippi School for the Arts, the Mississippi School for the Blind, the Mississippi School for the Deaf, and the Mississippi School for Mathematics and Science do not discriminate on the basis of race, sex, color, religion, national origin, age, or disability in the provision of educational programs and services or employment opportunities and benefits. The following office has been designated to handle inquiries and complaints regarding the non‑discrimination policies of the above mentioned entities: Director, Office of Human Resources, Mississippi Department of Education, 359 North West Street, P.O. Box 771, Jackson, MS 39205‑0771, (601)359-3513.

Mississippi Department of Education 359 North West Street

P. O. Box 771

Jackson, Mississippi 39205-0771

(601) 359-3513

www.mdek12.org

MISSISSIPPI DEPARTMENT OF EDUCATION

Carey M. Wright, Ed.D.

State Superintendent of Education

Nathan Oakley, Ph.D.

Chief Academic Officer

Wendy Clemons Executive Director, Office of Secondary Education/Dropout Prevention & Professional Development

Tenette Smith, Ed.D. Executive Director, Office of Elementary Education and Reading

Marla Davis, Ph.D.State Director of Curriculum and Instruction

Elise Brown Director of Online Professional Development

Mathematics Professional Development Coordinator (6-12)

Tommisha JohnsonK-12 Mathematics Content Director

Amy Pinkerton

Mathematics Professional Development Coordinator (K-5)

Special Acknowledgements

Bailey Education Group

The Kirkland Group

INTRODUCTION

The unprecedented, nationwide school closures in the spring of 2020 due to the COVID-19 pandemic have created a shift in how districts plan for school re-entry. Instead of the traditional brick-and-mortar planning, administrators are now identifying models that will support a variety of instructional delivery scenarios as they plan for school reopening. The traditional methods of planning and delivery are nearly impossible to implement as a stand-alone model; instead, innovative educators are developing and identifying strategies and resources to support a variety of distance learning scenarios as part of their plans. When using new models of delivery, it is important to recognize that the traditional approach to remediation—providing work better suited for earlier grades—may be insufficient. Instead, the conventional approach to remediation will likely compound the problem educators are trying to correct. According to a 2018 study, The Opportunity Myth[footnoteRef:2], the approach of “meeting students where they are”, while often well-intended, only widens the achievement gap. Instead of remediation, teachers and administrators are encouraged to look toward acceleration methods to support student growth and close the gaps. [2: https://tntp.org/assets/documents/TNTP_The-Opportunity-Myth_Web.pdf]

PURPOSE

The purpose of the Suggested Mississippi College- and Career-Readiness Standards Instructional Planning Guides is to provide a SUGGESTED guide to assist teachers in planning rigorous, coherent lessons that focus on the critical content of each grade level. Providing curriculum guidance through intentional standard grouping and consideration for the time needed to address different objectives, should encourage consistent instruction that fully aligns to the Mississippi College- and Career-Readiness Standards. The use of this guide can also foster collaborative planning across schools and districts throughout the state.

DEVELOPMENT

The following planning and subsequent grouping of standards were determined through a collaborative process among state-level content specialists. By connecting standards through common conceptual understandings and relationships, the expectation is that conceptual connections will promote a cohesive process and avoid the teaching of standards in isolation. Additionally, it promotes a deeper understanding and a more authentic acquisition of mathematical knowledge and skills. The Standards for Mathematical Practices (SMPs) presented are those suggested to be highlighted within the respective standard; however, this does not exclude the inclusion of other SMPs. The standards determined as “priority” have been bolded and are standards identified as critical to the mastery of other standards. A standard’s “priority” status does NOT have a direct correlation with test item frequency. Additionally, some standards may appear multiple times throughout the course with a portion of the standard highlighted to depict that only that portion of the standard is to be taught within that unit.

RESOURCES FOR CONSIDERATION

The resources listed below may be referenced to support classroom teachers in the development of lesson plans and instruction at the local level. This list is not meant to be exhaustive, rather it represents consultative resources that align with the Units/Themes provided in the Instructional Planning Guides. Educators are encouraged to use these resources in addition to those curriculum materials that meet the needs of the students they serve.

High-Quality Instructional Materials (HQIM)

Instruction and Planning Resources

Standards for Mathematical Practices (SMPs)

Assessment

Resources

Professional Development

· MS HQIM Defined

· MS Adopted HQIM (Textbooks)

· enVision Mathematics 2020 Correlation to the MS CCRS K-5

· MHE My Math Learning Solution

· Great Minds (Eureka Math) Teacher Resource Pack

· Great Minds Alignment to MSCCRS

· Achieve the Core Coherence Map-1st Grade Math

· Standards Dependency and Flow View

· Scaffolding Instruction for ELLs

· Achieve the Core CCR Shifts in Mathematics

· Standards Progressions for Mathematics Progression Documents

· SFUSD Manipulatives List

· Printable Manipulatives

· SFUSD Manipulatives List

· Printable Manipulatives

· Achieve the Core Instructional Practice Guide K-8

· Mississippi Exemplar Units and Lesson Plans-Grade 1 Math

· Mississippi CCRS Exemplar Lesson Plans

· HCPSS Family Mathematics Support Center Grade 1

· MS CCRS Scaffolding Documents

· Access for All Guidance

· MDE Family Guides for Student Success*

(Alternative Language: Spanish)

*This resource can be used for standards reinforcement of previous grades.

· Illustrative Mathematics Understanding the Standards for Mathematical Practices (SMPs)

· Inside Mathematics Mathematical Practice Standards

· Inside Mathematics Mentors of Mathematical Practice

· Inside Mathematics Resources by Standard Grade 1

· Illustrative Mathematics Grade 1 Tasks

· Goalbook Pathways Grade 1

· MDE Professional Development Resources

· MARS Prototype Professional Development Modules

· NCTM Professional Development Resources

· Inside Mathematics Classroom Videos

· NCTM Math Forum

· Great Minds (Eureka) Webinars

· Using Manipulatives in the Classroom

Applets, Demos, Interactives, and Virtual Manipulatives

· CPM Tiles

· Didax Virtual Manipulatives

· Didax Free Activity Guides for Virtual Manipulatives

· GeoGebra Virtual Manipulatives

· Houghton Mifflin and Harcourt iTools

· Math Playground Math Manipulatives

· McGraw Hill (Glencoe) Virtual Manipulatives

· The Math Learning Center Math Apps

· Toy Theatre Virtual Manipulatives

· Visnos Mathematical Demonstrations

TERM 1UNIT OF STUDY(REAL-WORLD APPLICATION)qMS CCR STANDARDSqSTANDARDS FOR MATHEMATICAL PRACTICE (SMPs)qCORE ACADEMIC VOCABULARY TERMSq

Unit 1: Counting to 120 Using Multiple Strategies(Expanding on the Kindergarten skill of counting to 100, allows students to understand numbers to represent a value and the sequence as it increases from 0-120. Understanding 0-120 will build the concept for understanding the repeat of number sequence in each place value.)1.NBT.1 Count to 120, starting at any number less than 120. In this range, read and write numerals and represent a number of objects with a written numeral.

· SMP 2 Reason abstractly and quantitatively.

· SMP 7 Look for and make use of structure.

· SMP 8 Look for and express regularity in repeated reasoning.

Count

Hundreds

Ones

Order

Sequence

Sequential Order

Tens

Value

Zero -One Hundred Twenty

1.OA.5 Relate counting to addition and subtraction (e.g., by counting on 2 to add 2).



Skip Counting

Unit 2: Using Place Value to Add and Subtract

(Expanding on knowledge from Kindergarten with ones and tens, students use multiple strategies to understand the concepts of 10s, by relating it ones, students begin to add and subtract 10s as they would ones. This lays the foundation for later adding within 100.)

1.NBT.2 Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases: 1.NBT.2a. 10 can be thought of as a bundle of ten ones — called a “ten.” 1.NBT.2b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones. 1.NBT.2c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).




Ones

Place Value

Tens

1.NBT.5 Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.


· SMP 3 Construct viable arguments and critique the reasoning of others.



Less

More

Ones

Place Value

Tens

1.NBT.6 Subtract multiples of 10 in the range 10–90 from multiples of 10 in the range 10–90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.



· SMP 4 Model with Mathematics.

· SMP 5 Use appropriate tools strategically.



Less

More

Ones

Place Value

Tens

Unit 3: Comparing 2-Digit Numbers Based on Place Value

(Students build on knowledge of sequence and place value to determine which two-digit number has the greater value. Prepares students with a method for comparing larger quantities in later grades.)

1.NBT.3 Compare two two-digit numbers based on meanings of the tens and ones’ digits, recording the results of comparisons with the symbols >, =, and <.


· SMP 6 Attend to precision.



Compare

Equal To (=)

Greater Than (>),

Less Than (<)

Ones

Tens

Unit 4: Equal Sign and the Number Properties

(Students begin to learn number properties also referred to as mental math strategies. Using these properties students can determine if expressions are equal and begin to understand the use of the equal sign. This lays the groundwork for later work with expressions and equations.)

1.OA.7 Understand the meaning of the equal sign and determine if equations involving addition and subtraction are true or false. For example, which of the following equations are true and which are false? 6 = 6, 7 = 8 – 1, 5 + 2 = 2 + 5, 4 + 1 = 5 + 2.





Equal

Equal Sign

Equation

False

Number Property

Number Sentence

True

1.OA.3 Apply properties of operations as strategies to add and subtract.3 Examples: If 8 + 3 = 11 is known, then 3 + 8 = 11 is also known. (Commutative property of addition.) To add 2 + 6 + 4, the second two numbers can be added to make a ten, so 2 + 6 + 4 = 2 + 10 = 12. (Associative property of addition.) **




Addend

Addition

Difference

Minuend

Minus

Minus Sign

Plus

Plus Sign

Subtrahend

Sum

1.OA.4 Understand subtraction as an unknown-addend problem. For example, subtract 10 – 8 by finding the number that makes 10 when added to 8.




Addend

Addition

Difference

Minuend

Minus

Minus Sign

Plus

Plus Sign

Subtrahend

Sum

Unknown

1.OA.8 Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. For example, determine the unknown number that makes the equation true in each of the equations 8 +? = 11, 5 = – 3, 6 + 6 = .




Addend

Addition

Difference

Equation

Minuend

Minus

Minus Sign

Plus

Plus Sign

Subtrahend

Sum

Unknown


Unit 5: Adding and Subtracting Within 20

(After working with place value and number properties students are ready to expand knowledge from adding and subtracting within 10 to adding and subtracting within 20.)

1.OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 + 6 = 8 + 2 + 4 = 10 + 4 = 14); decomposing a number leading to a ten (e.g., 13 – 4 = 13 – 3 – 1 = 10 – 1 = 9); using the relationship between addition and subtraction (e.g., knowing that 8 + 4 = 12, one knows 12 – 8 = 4); and creating equivalent but easier or known sums (e.g., adding 6 + 7 by creating the known equivalent 6 + 6 + 1 = 12 + 1 = 13).




Addend

Addition

Difference

Minuend

Minus

Minus Sign

Plus

Plus Sign

Subtrahend

Sum

Unit 6: Solving Word Problem with Addition and Subtraction Within 20

(After working with the computation of adding and subtracting within 20, students are ready to expand knowledge by applying knowledge to real-world situations. This lays the foundation for students to be able to apply mathematical computations to a real-world problem or situation.)

1.OA.1 Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. *

· SMP 1 Make sense of problems and persevere in solving them.






Add

Altogether

Both

Combined

Decrease

Difference

Fewer

Fewer Than

How Many More

How Much More

In All

Increase

Minus

Plus

Remains

Sum

Take Away

Together

Total

1.OA.2 Solve word problems that call for addition of three whole numbers whose sum is less than or equal to 20, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem.







Add

Altogether

Both

Combined

Decrease

Difference

Fewer

Fewer Than

How Many More

How Much More

In All

Increase

Minus

Plus

Remains

Sum

Take Away

Together

Total

Unit 7: Distinguishing Shapes Based on Attributes

(Students compose and decompose plane (2-D) or solid (3-D) figures (e.g., put two triangles together to make a quadrilateral) and build understanding of part-whole relationships as well as the properties of the original and composite shapes. By learning these properties or attributes students gain a foundation for symmetry and congruency.)

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.





Attribute

Circle

Closed

Hexagon

Open

Rectangle

Shape

Side

Sphere

Square

Trapezoid

Triangle

1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. ***




Circle

Composite Shape

Cube

Half-Circle

Quarter Circle

Rectangle

Right Circular Cones

Right Circular Cylinders

Right Rectangular Prism

Square

Trapezoid

Triangle

Unit 8: Measurement with Non-Standard Units

(Students develop an understanding of the meaning and processes of measurement, lays the foundation for measuring with standard units in later grades.)

1.MD.1 Order three objects by length; compare the lengths of two objects indirectly by using a third object.



Compare

Length

Long

Longer

Longest

Order

Short

Shorter

Shortest

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.




Length

Measure

Non-Standard Unit

Unit

1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another.






Category

Data

How Many

How Many Less

How Many More

Interpret

Organize


Unit 9: Partitioning Shapes

(Foundational skill for working with Fractions, using a familiar concept such as shapes, students learn to create equal parts within a whole.)

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.





Circle

Equal Part

Fourths

Half

Halves

Part

Partition

Quarter

Rectangle

Share

Unit 10: Partitioning of a Month: Weeks in a Month; Days in a Week; Hours in a Day

(Keeping in line with the concept of partitioning, students learn the parts of month. This skill is foundational for the concept of time in relation to the Calendar.)

1.MD.3 Tell and write time with respect to a calendar.1.MD.3b Identify the days of the week, the number of days in a week, and the number of weeks in each month.




April

August

Calendar

Day

December

February

Friday

Hour

January

July

June

May

March

Monday

Month

November

October

Saturday

September

Sunday

Tuesday

Thursday

Wednesday

Week

Unit 11: Partitioning of a Day by Telling Time

(Keeping in line with the concept of partitioning, students learn the parts of a day and more specifically and hour. This skill is foundational for the concept of time in relation to the Clock.)

1.MD.3 Tell and write time with respect to a clock.1.MD.3aTell and write time in hours and half-hours using analog and digital clocks.




About

Clock

Half-Hour

Hour

Hour Hand

‘O Clock

Minute

Minute Hand

Time


Unit 12: Addition to 100

(Foundation for Adding where students learn that combining two whole numbers will result in a whole number with a larger value. This skill will later evolve into the foundation for skip counting and multiplication.)

1.NBT.4 Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.






Addend

Addition

Plus

Plus Sign

Regroup

Sum

Unit 13: Partitioning the Dollar

(Foundational skill introducing the concept of money, starting with the Dollar and the coins that make up a dollar. This builds on the concept of adding to 100. It lays the foundation for working with money, decimals, fractional parts, and equal parts.)

1.MD.5 Working with Money

1.MD.5a Identify the value of all U.S. coins (penny, nickel, dime, quarter, half-dollar, and dollar coins). Use appropriate cent and dollar notation (e.g., 25¢, $1).

1.MD.5b Know the comparative values of all U.S. coins (e.g., a dime is of greater value than a nickel).

1.MD.5c Count like U.S. coins up to the equivalent of a dollar.

1.MD.5d Find the equivalent value for all greater value U.S. coins using like value smaller coins (e.g., 5 pennies equal 1 nickel; 10 pennies equal dime, but not 1 nickel and 5 pennies equal 1 dime).







Cent

Coin

Dime

Dollar

Half-Dollar

Money

Nickel

Penny

Quarter

* See Glossary, Table 1

** Students need not use formal terms for these properties.

*** Students do not need to learn formal names such as “right rectangular prism.”

January 2021-FINAL

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January 2021-FINAL }